The following preservice programs have been identified by August and Hakuta (1997), as model teacher education and development programs for teachers who work with linguistically diverse students.

 
California's Cross-Cultural Language and Academic Development Program (CLAD)

The Latino Teacher Project (University of Southern California)

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California's Cross-Cultural Language and Academic Development Program (CLAD):  The statewide certification is designed to prepare classroom teachers of mainstream subjects who have or will have English Language Learners in their classrooms.  The CLAD endorsement can be added to a regular teachers license if individuals complete coursework or pass examinations in (a) language structure and first- and second-language development, (b) special methods of instruction for English Language Learners, and (c) cultural diversity.  For prospective teachers, fieldwork must also be carried out in a classroom with a CLAD-certified teacher.  Finding appropriate fieldwork placements has been one of the greatest challenges of the relatively new program, as not enough placements with CLAD-certified teachers are available for the growing number of students seeking the endorsement.  In addition to the above requirements, a teacher seeking a certification in Bilingual Cross-Cultural Language and Academic Development (B-CLAD) must pass examinations or complete coursework in (a) the target language, (b) the target culture, and (c) methodology for target language instruction.
For more information see Teacher Credentialing in California (Bilingual) Crosscultural, Language and Academic Development (CLAD/BCLAD) Credential.

 

The Latino Teacher Project (University of Southern California): This project was developed at the University of Southern California in order to address state's shortage of bilingual Latino teachers.  Teaching assistants from undergraduate programs, post-baccalaureate teacher education programs and community colleges work as "paraeducators" in the community while they complete the credential.  The participants are involved in workshops and other activities, based on a "sociocultural, assisted performance model of professional development" which "create a community of learners to provide professional socialization to students enrolled."  (August & Hakuta, 1997, p. 260)  Perhaps the most striking aspect of this program is the extremely high completion rate:  approximately 99%.  Possible factors contributing to this are participation in the paraeducator program, school/district collaboration and community building.

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